CTET Previous Year Question Paper - I Set H (Dec - 2024) | CTET Previous Year Question Papers - CTET & State TET PDF Download

 Page 1


SED-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 48 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!SED-24-I!
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
H
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the OMR Answer Sheet.
4. The CODE for this Booklet is H.  Make sure that the CODE printed on
Side-2 of the OMR Answer Sheet is the same as that on this Booklet.  Also
ensure that your Test Booklet No. and OMR Answer Sheet No. are the
same.  In case of discrepancy , the candidate should immediately report the
matter to the Invigilator for replacement of both the T est Booklet and the OMR
Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics (Q.Nos. 31-60)
Part-III :   Environmental Studies (Q.Nos. 61-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of H Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
7. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
8. Rough work should be done only in the space provided in the T est Booklet
for the same.
9. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
10. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ •Ê?8?•Ê/U ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ
‹ªÊŸ? ??§ Á‹8 ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U H „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, •Ê?8?•Ê/U ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë
‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U •Ê?8?•Ê/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ
Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ „Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U
•Ê?8?•Ê/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§ ?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà (¬?‡Ÿ ‚¥. 31-60)
÷ʪ-III :  ¬ÿʸ?/UáÊ •äÿÿŸ (¬?‡Ÿ ‚¥. 61-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ H ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
7. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
8. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
9. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
10. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
Page 2


SED-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 48 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!SED-24-I!
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
H
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the OMR Answer Sheet.
4. The CODE for this Booklet is H.  Make sure that the CODE printed on
Side-2 of the OMR Answer Sheet is the same as that on this Booklet.  Also
ensure that your Test Booklet No. and OMR Answer Sheet No. are the
same.  In case of discrepancy , the candidate should immediately report the
matter to the Invigilator for replacement of both the T est Booklet and the OMR
Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics (Q.Nos. 31-60)
Part-III :   Environmental Studies (Q.Nos. 61-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of H Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
7. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
8. Rough work should be done only in the space provided in the T est Booklet
for the same.
9. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
10. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ •Ê?8?•Ê/U ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ
‹ªÊŸ? ??§ Á‹8 ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U H „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, •Ê?8?•Ê/U ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë
‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U •Ê?8?•Ê/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ
Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ „Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U
•Ê?8?•Ê/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§ ?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà (¬?‡Ÿ ‚¥. 31-60)
÷ʪ-III :  ¬ÿʸ?/UáÊ •äÿÿŸ (¬?‡Ÿ ‚¥. 61-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ H ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
7. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
8. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
9. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
10. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
P-I  !SED-24-I! H 2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
1. Mastery Oriented learners typically attribute success to __________ and failure to __________.
(1) ability and good luck; task difficulty (2) ability and effort; bad luck
(3) ability and good luck; low ability (4) ability and effort; insufficient effort
?„Ê/Uà ©ã?Èp Á‡Ê?ÊÊÕ˸ •Ê?ÃÊÒ/U ¬/U ‚»§‹ÃÊ ?§Ê üÊ?ÿ __________ ?§Ê? Œ?Ã? „Ò¥ •ÊÒ/U •‚»§‹ÃÊ ?§Ê? __________ –
(1) ÿÊ?ÇÿÃÊ •ÊÒ/U •ë¿UË Á?§S?Ã; ?§Êÿ¸ ?§Á?UŸÊ߸ (2) ÿÊ?ÇÿÃÊ •ÊÒ/U ?§Ê?Á‡Ê‡Ê; p/UÊ’ Á?§S?Ã
(3) ÿÊ?ÇÿÃÊ •ÊÒ/U •ë¿UË Á?§S?Ã; ÁŸêŸ ÿÊ?ÇÿÃÊ (4) ÿÊ?ÇÿÃÊ •ÊÒ/U ?§Ê?Á‡Ê‡Ê; •¬ÿʸåà ?§Ê?Á‡Ê‡Ê
2. Which of the following statement represents ‘Proximodistal’ principle of development ?
(1) Development is multidirectional and multidimensional.
(2) Identical twins living in different cultures can develop at different rates.
(3) Children develop ability to grasp the ball before putting beads in thread.
(4) Children develop ability to sit up before standing.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ?§ÕŸ Á??§Ê‚ ??§ “‚?ˬ-ŒÍ/UÊÁ÷?Èp” Á‚Œ˜œÊ¥Ã ?§Ê ¬?ÁÃÁŸÁœà? ?§/UÃÊ „Ò?
(1) Á??§Ê‚ ’„È-ÁŒ‡ÊÊà??§ •ÊÒ/U ’„È-•ÊÿÊ?Ë „Ê?ÃÊ „Ò–
(2) •‹ª-•‹ª ‚¥S?ΧÁÃÿÊ?¥ ??¥ /U„Ÿ? ?Ê‹? „?‡ÊÄ‹ ¡È«??Ê¥ •‹ª-•‹ª Œ/UÊ?¥ ‚? Á??§Á‚à „Ê? ‚?§Ã? „Ò¥–
(3) ?Ê?ÁÃÿÊ?¥ ?§Ê? œÊª? ??¥ Á¬/UÊ?Ÿ? ‚? ¬„‹? ’ìÊ? ª?¥Œ ?§Ê? ¬?§«?Ÿ? ?§Ë ?Ê?ÃÊ Á??§Á‚à ?§/UÃ? „Ò¥–
(4) ’ìÊÊ?¥ ??¥ p«?? „Ê?Ÿ? ‚? ¬„‹? ’Ò?UŸ? ?§Ë ?Ê?ÃÊ ?§Ê Á??§Ê‚ „Ê?ÃÊ „Ò–
3. According to Vygotsky children speak to themselves :
(1) To aid thought and for self-regulation.
(2) To provide self-reinforcement when adults are ignoring them.
(3) Because they are egocentric.
(4) Because their thought is illogical.
?ÊÿªÊ?àS?§Ë ??§ •ŸÈ‚Ê/U ’ìÊ? S?ÿ¥ ‚? ’Êà ?§/UÃ? „Ò¥ —
(1) Á?øÊ/U •ÊÒ/U •Êà?-ÁŸÿ?Ÿ ??¥ ‚„ÊÿÃÊ ??§ Á‹8–
(2) •Êà?-‚ŒÎ…?Ë?§/UáÊ ¬?ŒÊŸ ?§/UŸ? ??§ Á‹8 ¡’ ?ÿS?§ ©ã„?¥ •ŸŒ?pÊ ?§/U /U„? „Ê?¥–
(3) ÄÿÊ?¥Á?§ ?? •Êà???¥§ÁŒ?à „Ê?Ã? „Ò¥–
(4) ÄÿÊ?¥Á?§ ©Ÿ?§Ë ‚Ê?ø •ÃÊÁ?¸§?§ „Ò–
4. Challenges in social communication are evident in :
(1) Attention deficit hyperactivity disorder
(2) Cerebral palsy
(3) Autism Spectrum Disorder
(4) Learning Disabilities
‚Ê?ÊÁ¡?§ ‚¥øÊ/U ??¥ øÈŸÊÒÁÃÿÊ° Á?§‚??¥ S¬c˜U „Ê?ÃË „Ò¥?
(1) äÿÊŸ ãÿÍŸÃÊ •ÁÃÁ??§ÿʇÊË‹ÃÊ Á??§Ê/U ??¥
(2) ?ÁSÃc?§ ¬?ÊÊÉÊÊÃ ??¥
(3) S?‹ËŸ ??§? Á??§Ê/U ??¥
(4) •Áœª?Êà??§ Á??§‹Ê¥ªÃÊ ??¥
Page 3


SED-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 48 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!SED-24-I!
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
H
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the OMR Answer Sheet.
4. The CODE for this Booklet is H.  Make sure that the CODE printed on
Side-2 of the OMR Answer Sheet is the same as that on this Booklet.  Also
ensure that your Test Booklet No. and OMR Answer Sheet No. are the
same.  In case of discrepancy , the candidate should immediately report the
matter to the Invigilator for replacement of both the T est Booklet and the OMR
Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics (Q.Nos. 31-60)
Part-III :   Environmental Studies (Q.Nos. 61-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of H Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
7. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
8. Rough work should be done only in the space provided in the T est Booklet
for the same.
9. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
10. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ •Ê?8?•Ê/U ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ
‹ªÊŸ? ??§ Á‹8 ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U H „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, •Ê?8?•Ê/U ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë
‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U •Ê?8?•Ê/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ
Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ „Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U
•Ê?8?•Ê/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§ ?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà (¬?‡Ÿ ‚¥. 31-60)
÷ʪ-III :  ¬ÿʸ?/UáÊ •äÿÿŸ (¬?‡Ÿ ‚¥. 61-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ H ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
7. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
8. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
9. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
10. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
P-I  !SED-24-I! H 2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
1. Mastery Oriented learners typically attribute success to __________ and failure to __________.
(1) ability and good luck; task difficulty (2) ability and effort; bad luck
(3) ability and good luck; low ability (4) ability and effort; insufficient effort
?„Ê/Uà ©ã?Èp Á‡Ê?ÊÊÕ˸ •Ê?ÃÊÒ/U ¬/U ‚»§‹ÃÊ ?§Ê üÊ?ÿ __________ ?§Ê? Œ?Ã? „Ò¥ •ÊÒ/U •‚»§‹ÃÊ ?§Ê? __________ –
(1) ÿÊ?ÇÿÃÊ •ÊÒ/U •ë¿UË Á?§S?Ã; ?§Êÿ¸ ?§Á?UŸÊ߸ (2) ÿÊ?ÇÿÃÊ •ÊÒ/U ?§Ê?Á‡Ê‡Ê; p/UÊ’ Á?§S?Ã
(3) ÿÊ?ÇÿÃÊ •ÊÒ/U •ë¿UË Á?§S?Ã; ÁŸêŸ ÿÊ?ÇÿÃÊ (4) ÿÊ?ÇÿÃÊ •ÊÒ/U ?§Ê?Á‡Ê‡Ê; •¬ÿʸåà ?§Ê?Á‡Ê‡Ê
2. Which of the following statement represents ‘Proximodistal’ principle of development ?
(1) Development is multidirectional and multidimensional.
(2) Identical twins living in different cultures can develop at different rates.
(3) Children develop ability to grasp the ball before putting beads in thread.
(4) Children develop ability to sit up before standing.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ?§ÕŸ Á??§Ê‚ ??§ “‚?ˬ-ŒÍ/UÊÁ÷?Èp” Á‚Œ˜œÊ¥Ã ?§Ê ¬?ÁÃÁŸÁœà? ?§/UÃÊ „Ò?
(1) Á??§Ê‚ ’„È-ÁŒ‡ÊÊà??§ •ÊÒ/U ’„È-•ÊÿÊ?Ë „Ê?ÃÊ „Ò–
(2) •‹ª-•‹ª ‚¥S?ΧÁÃÿÊ?¥ ??¥ /U„Ÿ? ?Ê‹? „?‡ÊÄ‹ ¡È«??Ê¥ •‹ª-•‹ª Œ/UÊ?¥ ‚? Á??§Á‚à „Ê? ‚?§Ã? „Ò¥–
(3) ?Ê?ÁÃÿÊ?¥ ?§Ê? œÊª? ??¥ Á¬/UÊ?Ÿ? ‚? ¬„‹? ’ìÊ? ª?¥Œ ?§Ê? ¬?§«?Ÿ? ?§Ë ?Ê?ÃÊ Á??§Á‚à ?§/UÃ? „Ò¥–
(4) ’ìÊÊ?¥ ??¥ p«?? „Ê?Ÿ? ‚? ¬„‹? ’Ò?UŸ? ?§Ë ?Ê?ÃÊ ?§Ê Á??§Ê‚ „Ê?ÃÊ „Ò–
3. According to Vygotsky children speak to themselves :
(1) To aid thought and for self-regulation.
(2) To provide self-reinforcement when adults are ignoring them.
(3) Because they are egocentric.
(4) Because their thought is illogical.
?ÊÿªÊ?àS?§Ë ??§ •ŸÈ‚Ê/U ’ìÊ? S?ÿ¥ ‚? ’Êà ?§/UÃ? „Ò¥ —
(1) Á?øÊ/U •ÊÒ/U •Êà?-ÁŸÿ?Ÿ ??¥ ‚„ÊÿÃÊ ??§ Á‹8–
(2) •Êà?-‚ŒÎ…?Ë?§/UáÊ ¬?ŒÊŸ ?§/UŸ? ??§ Á‹8 ¡’ ?ÿS?§ ©ã„?¥ •ŸŒ?pÊ ?§/U /U„? „Ê?¥–
(3) ÄÿÊ?¥Á?§ ?? •Êà???¥§ÁŒ?à „Ê?Ã? „Ò¥–
(4) ÄÿÊ?¥Á?§ ©Ÿ?§Ë ‚Ê?ø •ÃÊÁ?¸§?§ „Ò–
4. Challenges in social communication are evident in :
(1) Attention deficit hyperactivity disorder
(2) Cerebral palsy
(3) Autism Spectrum Disorder
(4) Learning Disabilities
‚Ê?ÊÁ¡?§ ‚¥øÊ/U ??¥ øÈŸÊÒÁÃÿÊ° Á?§‚??¥ S¬c˜U „Ê?ÃË „Ò¥?
(1) äÿÊŸ ãÿÍŸÃÊ •ÁÃÁ??§ÿʇÊË‹ÃÊ Á??§Ê/U ??¥
(2) ?ÁSÃc?§ ¬?ÊÊÉÊÊÃ ??¥
(3) S?‹ËŸ ??§? Á??§Ê/U ??¥
(4) •Áœª?Êà??§ Á??§‹Ê¥ªÃÊ ??¥
P-I  !SED-24-I! H 3
5. According to Vygotsky’s theory of learning and development, which of the following is an example
of scaffolding ?
(1) Breaking a task down into smaller steps and providing support as needed.
(2) Providing a student with a grade for their work as motivation.
(3) Providing a student with a reading assignment and asking them to answer questions
independently.
(4) Demonstrating a skill to a student and then having them master it on their own.
?ÊÿªÊ?àS?§Ë ??§ ‚ËpŸ? •ÊÒ/U Á??§Ê‚ ??§ Á‚hʥà ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê •Ê‹ê’Ÿ ?§Ê ©ŒÊ„/UáÊ „Ò?
(1) Á?§‚Ë ?§Êÿ¸ ?§Ê? ¿UÊ?˜?U ø/UáÊÊ?¥ ??¥ ÃÊ?«?ŸÊ •ÊÒ/U •Ê?‡ÿ?§ÃÊŸÈ‚Ê/U ‚„ÊÿÃÊ ¬?ŒÊŸ ?§/UŸÊ–
(2) •Á÷¬??/UáÊÊ ??§ M§¬ ??¥ 8?§ ¿UÊòÊ ?§Ê? ©Ÿ??§ ?§Ê? ??§ Á‹8 8?§ üÊ?áÊË ¬?ŒÊŸ ?§/UŸÊ–
(3) 8?§ ¿UÊòÊ ?§Ê? ¬…?Ÿ? ?§Ê ?§Êÿ¸ Œ?ŸÊ •ÊÒ/U ©ã„?¥ S?Ã¥òÊ M§¬ ‚? ‚?Ê‹Ê?¥ ??§ ¡?Ê’ Œ?Ÿ? ??§ Á‹8 ?§„ŸÊ–
(4) 8?§ ¿UÊòÊ ?§Ê? 8?§ ?§Ê҇ʋ ?§Ê ¬?Œ‡Ê¸Ÿ ?§/UŸÊ •ÊÒ/U Á»§/U ©ã„?¥ •¬Ÿ? Œ? ¬/U ß‚??¥ ?„Ê/Uà „ÊÁ‚‹ ?§/UŸÊ–
6. Dysgraphia is characterised by :
(1) Delayed motor skills (2) Difficulties in writing
(3) Lack of reading fluency (4) Repetitive behavioural patterns
‹?pŸ ?Ò?§Àÿ ?§Ë Á?‡Ê?·ÃÊ „Ò —
(1) Á?‹¥Á’à ªÁÃ?§ ?§Ê҇ʋ (2) Á‹Ápà ?§Êÿ¸ ??¥ øÈŸÊÒÃË
(3) ¬…?Ÿ? ??§ ¬??Ê„ ??¥ ?§?Ë (4) ŒÊ?„/UÊ?ŒÊ/U vÿ?„Ê/U
7. In order to help students to become good problem solvers, a teacher should emphasize on the
practice of :
(1) focusing on information that confirms existing beliefs and preconceptions.
(2) approaching problems in a particular fixed fashion.
(3) breaking large complex problems into smaller manageable problems.
(4) centering only on one particular piece of information related to problem.
•ë¿?U ‚?SÿÊ ‚?ʜʟ?§Ãʸ ’ŸŸ? ??¥ Á?lÊÁÕ¸ÿÊ?¥ ?§Ë ‚„ÊÿÃÊ ?§/UŸ? ??§ Á‹8, 8?§ Á‡Ê?Ê?§ ?§Ê? ÁŸêŸÁ‹Ápà ??¥ ‚? Á?§‚ ¬?Á??§ÿÊ
¬/U ’‹ Œ?ŸÊ øÊÁ„8 ?
(1) 8?‚Ë ¡ÊŸ?§Ê/UË ¬/U äÿÊŸ Œ?ŸÊ ¡Ê? ¬„‹? ‚? ?ÊÒ¡ÍŒ Á?‡?Ê‚Ê?¥ •ÊÒ/U ¬Í?ʸª?„Ê?¥ ?§Ë ¬ÈÁc˜U ?§/?¥U–
(2) ‚?SÿÊ•Ê?¥ ?§Ê? 8?§ Á?Á‡Êc˜U ÁŸœÊ¸Á/Uà Ã/UË??§ ‚? „‹ ?§/UŸÊ–
(3) ’«?Ë •ÊÒ/U ¡Á˜U‹ ‚?SÿÊ•Ê?¥ ?§Ê? ¿UÊ?˜UË ¬?’¥œŸËÿ ‚?SÿÊ•Ê?¥ ??¥ Á?÷ÊÁ¡Ã ?§/UŸÊ–
(4) ‚?SÿÊ ‚? ‚¥’¥ÁœÃ ¡ÊŸ?§Ê/UË ??§ ??§?‹ 8?§ „Ë ¬„‹Í ¬/U äÿÊŸ ??¥§ÁŒ?à ?§/UŸÊ–
8. Assertion (A) : Teachers should use multisensory materials to cater to needs of students in an
inclusive classroom.
Reason (R) : Inclusive classrooms should adopt standardization of curricular materials as well
as assessment strategies.
Choose the correct option :
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷?§ÕŸ (A) : 8?§ ‚?Ê??‡ÊË ?§?ÊÊ ??¥ ¿UÊòÊÊ?¥ ?§Ë •Ê?‡ÿ?§ÃÊ•Ê?¥ ?§Ê? ¬Í/UÊ ?§/UŸ? ??§ Á‹8 Á‡Ê?Ê?§Ê?¥ ?§Ê? ’„È‚¥??ŒË ‚Ê?ª?Ë ?§Ê
©¬ÿÊ?ª ?§/UŸÊ øÊÁ„8–
?§Ê/UáÊ (R) : ‚?Ê??‡ÊË ?§?ÊÊ•Ê?¥ ?§Ê? ¬Ê?Køÿʸ ‚Ê?ª?Ë ??§ ?ÊŸ?§Ë?§/UáÊ ??§ ‚ÊÕ-‚ÊÕ ?ÍÀÿÊ¥?§Ÿ /UáÊŸËÁÃÿÊ?¥ ??§ ?ÊŸ?§Ë?§/UáÊ
?§Ê? •¬ŸÊŸÊ øÊÁ„8–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
Page 4


SED-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 48 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!SED-24-I!
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
H
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the OMR Answer Sheet.
4. The CODE for this Booklet is H.  Make sure that the CODE printed on
Side-2 of the OMR Answer Sheet is the same as that on this Booklet.  Also
ensure that your Test Booklet No. and OMR Answer Sheet No. are the
same.  In case of discrepancy , the candidate should immediately report the
matter to the Invigilator for replacement of both the T est Booklet and the OMR
Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics (Q.Nos. 31-60)
Part-III :   Environmental Studies (Q.Nos. 61-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of H Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
7. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
8. Rough work should be done only in the space provided in the T est Booklet
for the same.
9. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
10. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ •Ê?8?•Ê/U ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ
‹ªÊŸ? ??§ Á‹8 ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U H „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, •Ê?8?•Ê/U ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë
‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U •Ê?8?•Ê/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ
Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ „Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U
•Ê?8?•Ê/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§ ?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà (¬?‡Ÿ ‚¥. 31-60)
÷ʪ-III :  ¬ÿʸ?/UáÊ •äÿÿŸ (¬?‡Ÿ ‚¥. 61-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ H ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
7. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
8. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
9. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
10. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
P-I  !SED-24-I! H 2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
1. Mastery Oriented learners typically attribute success to __________ and failure to __________.
(1) ability and good luck; task difficulty (2) ability and effort; bad luck
(3) ability and good luck; low ability (4) ability and effort; insufficient effort
?„Ê/Uà ©ã?Èp Á‡Ê?ÊÊÕ˸ •Ê?ÃÊÒ/U ¬/U ‚»§‹ÃÊ ?§Ê üÊ?ÿ __________ ?§Ê? Œ?Ã? „Ò¥ •ÊÒ/U •‚»§‹ÃÊ ?§Ê? __________ –
(1) ÿÊ?ÇÿÃÊ •ÊÒ/U •ë¿UË Á?§S?Ã; ?§Êÿ¸ ?§Á?UŸÊ߸ (2) ÿÊ?ÇÿÃÊ •ÊÒ/U ?§Ê?Á‡Ê‡Ê; p/UÊ’ Á?§S?Ã
(3) ÿÊ?ÇÿÃÊ •ÊÒ/U •ë¿UË Á?§S?Ã; ÁŸêŸ ÿÊ?ÇÿÃÊ (4) ÿÊ?ÇÿÃÊ •ÊÒ/U ?§Ê?Á‡Ê‡Ê; •¬ÿʸåà ?§Ê?Á‡Ê‡Ê
2. Which of the following statement represents ‘Proximodistal’ principle of development ?
(1) Development is multidirectional and multidimensional.
(2) Identical twins living in different cultures can develop at different rates.
(3) Children develop ability to grasp the ball before putting beads in thread.
(4) Children develop ability to sit up before standing.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ?§ÕŸ Á??§Ê‚ ??§ “‚?ˬ-ŒÍ/UÊÁ÷?Èp” Á‚Œ˜œÊ¥Ã ?§Ê ¬?ÁÃÁŸÁœà? ?§/UÃÊ „Ò?
(1) Á??§Ê‚ ’„È-ÁŒ‡ÊÊà??§ •ÊÒ/U ’„È-•ÊÿÊ?Ë „Ê?ÃÊ „Ò–
(2) •‹ª-•‹ª ‚¥S?ΧÁÃÿÊ?¥ ??¥ /U„Ÿ? ?Ê‹? „?‡ÊÄ‹ ¡È«??Ê¥ •‹ª-•‹ª Œ/UÊ?¥ ‚? Á??§Á‚à „Ê? ‚?§Ã? „Ò¥–
(3) ?Ê?ÁÃÿÊ?¥ ?§Ê? œÊª? ??¥ Á¬/UÊ?Ÿ? ‚? ¬„‹? ’ìÊ? ª?¥Œ ?§Ê? ¬?§«?Ÿ? ?§Ë ?Ê?ÃÊ Á??§Á‚à ?§/UÃ? „Ò¥–
(4) ’ìÊÊ?¥ ??¥ p«?? „Ê?Ÿ? ‚? ¬„‹? ’Ò?UŸ? ?§Ë ?Ê?ÃÊ ?§Ê Á??§Ê‚ „Ê?ÃÊ „Ò–
3. According to Vygotsky children speak to themselves :
(1) To aid thought and for self-regulation.
(2) To provide self-reinforcement when adults are ignoring them.
(3) Because they are egocentric.
(4) Because their thought is illogical.
?ÊÿªÊ?àS?§Ë ??§ •ŸÈ‚Ê/U ’ìÊ? S?ÿ¥ ‚? ’Êà ?§/UÃ? „Ò¥ —
(1) Á?øÊ/U •ÊÒ/U •Êà?-ÁŸÿ?Ÿ ??¥ ‚„ÊÿÃÊ ??§ Á‹8–
(2) •Êà?-‚ŒÎ…?Ë?§/UáÊ ¬?ŒÊŸ ?§/UŸ? ??§ Á‹8 ¡’ ?ÿS?§ ©ã„?¥ •ŸŒ?pÊ ?§/U /U„? „Ê?¥–
(3) ÄÿÊ?¥Á?§ ?? •Êà???¥§ÁŒ?à „Ê?Ã? „Ò¥–
(4) ÄÿÊ?¥Á?§ ©Ÿ?§Ë ‚Ê?ø •ÃÊÁ?¸§?§ „Ò–
4. Challenges in social communication are evident in :
(1) Attention deficit hyperactivity disorder
(2) Cerebral palsy
(3) Autism Spectrum Disorder
(4) Learning Disabilities
‚Ê?ÊÁ¡?§ ‚¥øÊ/U ??¥ øÈŸÊÒÁÃÿÊ° Á?§‚??¥ S¬c˜U „Ê?ÃË „Ò¥?
(1) äÿÊŸ ãÿÍŸÃÊ •ÁÃÁ??§ÿʇÊË‹ÃÊ Á??§Ê/U ??¥
(2) ?ÁSÃc?§ ¬?ÊÊÉÊÊÃ ??¥
(3) S?‹ËŸ ??§? Á??§Ê/U ??¥
(4) •Áœª?Êà??§ Á??§‹Ê¥ªÃÊ ??¥
P-I  !SED-24-I! H 3
5. According to Vygotsky’s theory of learning and development, which of the following is an example
of scaffolding ?
(1) Breaking a task down into smaller steps and providing support as needed.
(2) Providing a student with a grade for their work as motivation.
(3) Providing a student with a reading assignment and asking them to answer questions
independently.
(4) Demonstrating a skill to a student and then having them master it on their own.
?ÊÿªÊ?àS?§Ë ??§ ‚ËpŸ? •ÊÒ/U Á??§Ê‚ ??§ Á‚hʥà ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê •Ê‹ê’Ÿ ?§Ê ©ŒÊ„/UáÊ „Ò?
(1) Á?§‚Ë ?§Êÿ¸ ?§Ê? ¿UÊ?˜?U ø/UáÊÊ?¥ ??¥ ÃÊ?«?ŸÊ •ÊÒ/U •Ê?‡ÿ?§ÃÊŸÈ‚Ê/U ‚„ÊÿÃÊ ¬?ŒÊŸ ?§/UŸÊ–
(2) •Á÷¬??/UáÊÊ ??§ M§¬ ??¥ 8?§ ¿UÊòÊ ?§Ê? ©Ÿ??§ ?§Ê? ??§ Á‹8 8?§ üÊ?áÊË ¬?ŒÊŸ ?§/UŸÊ–
(3) 8?§ ¿UÊòÊ ?§Ê? ¬…?Ÿ? ?§Ê ?§Êÿ¸ Œ?ŸÊ •ÊÒ/U ©ã„?¥ S?Ã¥òÊ M§¬ ‚? ‚?Ê‹Ê?¥ ??§ ¡?Ê’ Œ?Ÿ? ??§ Á‹8 ?§„ŸÊ–
(4) 8?§ ¿UÊòÊ ?§Ê? 8?§ ?§Ê҇ʋ ?§Ê ¬?Œ‡Ê¸Ÿ ?§/UŸÊ •ÊÒ/U Á»§/U ©ã„?¥ •¬Ÿ? Œ? ¬/U ß‚??¥ ?„Ê/Uà „ÊÁ‚‹ ?§/UŸÊ–
6. Dysgraphia is characterised by :
(1) Delayed motor skills (2) Difficulties in writing
(3) Lack of reading fluency (4) Repetitive behavioural patterns
‹?pŸ ?Ò?§Àÿ ?§Ë Á?‡Ê?·ÃÊ „Ò —
(1) Á?‹¥Á’à ªÁÃ?§ ?§Ê҇ʋ (2) Á‹Ápà ?§Êÿ¸ ??¥ øÈŸÊÒÃË
(3) ¬…?Ÿ? ??§ ¬??Ê„ ??¥ ?§?Ë (4) ŒÊ?„/UÊ?ŒÊ/U vÿ?„Ê/U
7. In order to help students to become good problem solvers, a teacher should emphasize on the
practice of :
(1) focusing on information that confirms existing beliefs and preconceptions.
(2) approaching problems in a particular fixed fashion.
(3) breaking large complex problems into smaller manageable problems.
(4) centering only on one particular piece of information related to problem.
•ë¿?U ‚?SÿÊ ‚?ʜʟ?§Ãʸ ’ŸŸ? ??¥ Á?lÊÁÕ¸ÿÊ?¥ ?§Ë ‚„ÊÿÃÊ ?§/UŸ? ??§ Á‹8, 8?§ Á‡Ê?Ê?§ ?§Ê? ÁŸêŸÁ‹Ápà ??¥ ‚? Á?§‚ ¬?Á??§ÿÊ
¬/U ’‹ Œ?ŸÊ øÊÁ„8 ?
(1) 8?‚Ë ¡ÊŸ?§Ê/UË ¬/U äÿÊŸ Œ?ŸÊ ¡Ê? ¬„‹? ‚? ?ÊÒ¡ÍŒ Á?‡?Ê‚Ê?¥ •ÊÒ/U ¬Í?ʸª?„Ê?¥ ?§Ë ¬ÈÁc˜U ?§/?¥U–
(2) ‚?SÿÊ•Ê?¥ ?§Ê? 8?§ Á?Á‡Êc˜U ÁŸœÊ¸Á/Uà Ã/UË??§ ‚? „‹ ?§/UŸÊ–
(3) ’«?Ë •ÊÒ/U ¡Á˜U‹ ‚?SÿÊ•Ê?¥ ?§Ê? ¿UÊ?˜UË ¬?’¥œŸËÿ ‚?SÿÊ•Ê?¥ ??¥ Á?÷ÊÁ¡Ã ?§/UŸÊ–
(4) ‚?SÿÊ ‚? ‚¥’¥ÁœÃ ¡ÊŸ?§Ê/UË ??§ ??§?‹ 8?§ „Ë ¬„‹Í ¬/U äÿÊŸ ??¥§ÁŒ?à ?§/UŸÊ–
8. Assertion (A) : Teachers should use multisensory materials to cater to needs of students in an
inclusive classroom.
Reason (R) : Inclusive classrooms should adopt standardization of curricular materials as well
as assessment strategies.
Choose the correct option :
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷?§ÕŸ (A) : 8?§ ‚?Ê??‡ÊË ?§?ÊÊ ??¥ ¿UÊòÊÊ?¥ ?§Ë •Ê?‡ÿ?§ÃÊ•Ê?¥ ?§Ê? ¬Í/UÊ ?§/UŸ? ??§ Á‹8 Á‡Ê?Ê?§Ê?¥ ?§Ê? ’„È‚¥??ŒË ‚Ê?ª?Ë ?§Ê
©¬ÿÊ?ª ?§/UŸÊ øÊÁ„8–
?§Ê/UáÊ (R) : ‚?Ê??‡ÊË ?§?ÊÊ•Ê?¥ ?§Ê? ¬Ê?Køÿʸ ‚Ê?ª?Ë ??§ ?ÊŸ?§Ë?§/UáÊ ??§ ‚ÊÕ-‚ÊÕ ?ÍÀÿÊ¥?§Ÿ /UáÊŸËÁÃÿÊ?¥ ??§ ?ÊŸ?§Ë?§/UáÊ
?§Ê? •¬ŸÊŸÊ øÊÁ„8–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
P-I  !SED-24-I! H 4
9. In the constructivist view :
(1) Individuals are passively influenced by environmental events.
(2) Individuals are conditioned to learn new behaviours.
(3) Learning is extending and transforming the current understanding.
(4) Learning is simply writing associations on the blank slates of our brains.
/UøŸÊ?ÊŒË ŒÎÁc˜U?§Ê?áÊ ‚? —
(1) vÿÁÄà ¬ÿʸ?/UáÊËÿ ÉʘUŸÊ•Ê?¥ ‚? ÁŸÁc??§ÿ M§¬ ‚? ¬?÷ÊÁ?à „Ê?Ã? „Ò¥–
(2) vÿÁÄÃÿÊ?¥ ?§Ê? Ÿ8 vÿ?„Ê/U ‚ËpŸ? ??§ Á‹8 •ŸÈ?ͧÁ‹Ã Á?§ÿÊ ¡ÊÃÊ „Ò–
(3) ‚ËpŸÊ ?ø?ÊŸ ‚?¤Ê ?§Ê Á?SÃÊ/U •ÊÒ/U ¬Á/U?øŸ „Ò–
(4) ‚ËpŸÊ ’‚ „?Ê/?U ÁŒ?ʪ ?§Ë ?§Ê?/UË S‹?˜U ¬/U ‚¥ÉÊÊ?¥ ?§Ê? Á‹pŸÊ „Ò–
10. Assertion (A) : Effective teachers familiarize themselves with daily lives and socio-cultural
backgrounds of learners.
Reason (R) : Learning takes place in a social context.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷?§ÕŸ (A) : ¬?÷Ê?Ë Á‡Ê?Ê?§ pÈŒ ?§Ê? Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ??§ ŒÒÁŸ?§ ¡Ë?Ÿ •ÊÒ/U ©Ÿ?§Ë ‚Ê?ÊÁ¡?§-‚Ê¥S?ΧÁÃ?§ ¬Îc?U÷ÍÁ? ‚?
¬Á/UÁøà ?§/UÊÃ? „Ò¥–
?§Ê/UáÊ (R) : ‚ËpŸÊ 8?§ ‚Ê?ÊÁ¡?§ ‚¥Œ÷¸ ??¥ „Ê?ÃÊ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
11. Meaningful learning is primarily NOT about :
(1) memorizing information (2) understanding the concept
(3) constructing knowledge (4) developing skills
•Õ¸¬Íáʸ •Áœª? ?ÈÅÿ M§¬ ‚? Á?§‚??§ ’Ê/?U ??¥ Ÿ„Ë¥ „Ò?
(1) ¡ÊŸ?§Ê/UË ?§Ê? /U˜UŸÊ (2) •?œÊ/UáÊÊ•Ê?¥ ?§Ê? ‚?¤ÊŸÊ
(3) ôÊÊŸ ?§Ê ÁŸ?ʸáÊ (4) ?§Ê҇ʋÊ?¥ ?§Ê Á??§Ê‚
Page 5


SED-24-I
PAPER-I / ¬?‡Ÿ-¬òÊ-I
MAIN TEST BOOKLET / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê
This booklet contains 48 Printed pages.
ß‚ ¬ÈÁSÃ?§Ê ??¥ 48 ?ÈÁŒ?à ¬Îc?U „Ò¥–
Main Test Booklet No. / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ
Do not open this Test Booklet until you are asked to do so.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê? Ã’ Ã?§ Ÿ pÊ?‹?¥ ¡’ Ã?§ ?§„Ê Ÿ ¡Ê8–
Read carefully the Instructions on the Back Cover of this Test Booklet.
ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ Á¬¿U‹? •Ê?/UáÊ ¬/U ÁŒ8 ª8 ÁŸŒ?¸‡ÊÊ?¥ ?§Ê? äÿÊŸ ‚? ¬…??¥–
Name of the Candidate (in Capital Letters) : ___________________________________________________________________________________________________
¬/UË?ÊÊÕ˸ ?§Ê ŸÊ? (’«?? •?Ê/UÊ?¥ ??¥) —
Roll Number (•ŸÈ??§?Ê¥?§) — in figures (•¥?§Ê?¥ ??¥) ________________________________________________________________________________________________
— in words (‡ÊéŒÊ?¥ ??¥) ________________________________________________________________________________________________
Centre of Examination (in Capital Letters) : _____________________________________________________________________________________________________
¬/UË?ÊÊ ??§ãŒ? (’«?? •?Ê/UÊ?¥ ??¥) —
Candidate’s Signature : _______________________________________________ Invigilator’s Signature : _________________________________________________
¬/UË?ÊÊÕ˸ ??§ „SÃÊ?Ê/U — ÁŸ/UË?Ê?§ ??§ „SÃÊ?Ê/U —
Facsimile signature stamp of Centre Superintendent : ____________________________________________________________________________________________
!SED-24-I!
Main Test Booklet Code / ?ÈÅÿ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?§Ê?«U
H
INSTRUCTIONS FOR CANDIDATES
1. The OMR Answer Sheet is inside this T est Booklet.  When you are directed
to open the T est Booklet, take out the Answer Sheet and fill in the particulars
on Side-1 and Side-2 carefully with blue/black ball point pen only.
2. The test is of 2½ hours duration and consists of 150 questions.  There is no
negative marking.
3. Use Blue/Black Ball Point Pen only for writing particulars on this page/
marking responses in the OMR Answer Sheet.
4. The CODE for this Booklet is H.  Make sure that the CODE printed on
Side-2 of the OMR Answer Sheet is the same as that on this Booklet.  Also
ensure that your Test Booklet No. and OMR Answer Sheet No. are the
same.  In case of discrepancy , the candidate should immediately report the
matter to the Invigilator for replacement of both the T est Booklet and the OMR
Answer Sheet.
5. This Test Booklet has five Parts, I, II, III, IV and V, consisting of 150
Objective Type Questions and each carries 1 mark :
Part-I :   Child Development and Pedagogy (Q.Nos. 1-30)
Part-II :   Mathematics (Q.Nos. 31-60)
Part-III :   Environmental Studies (Q.Nos. 61-90)
Part-IV :   Language-I (English/Hindi) (Q.Nos. 91-120)
Part-V :   Language-II (English/Hindi) (Q.Nos. 121-150)
6. Part-IV contains 30 questions for Language-I and Part-V contains 30 questions
for Language-II.  In this T est Booklet, only questions pertaining to English
and Hindi language have been given.  In case the language/s you have
opted for as Language-I and/or Language-II is a language other than
English or Hindi, please ask for a Supplement (Language) Test
Booklet of H Code that contains questions on that language.  The
languages being answered must tally with the languages opted for
in your Application Form.  No change in languages is allowed.
7. Candidates are required to attempt questions in Language-II
(Part-V) in a language other than the one chosen as Language-I
(Part-IV) from the list of languages.
8. Rough work should be done only in the space provided in the T est Booklet
for the same.
9. The answers are to be recorded on the OMR Answer Sheet only.  Mark
your responses carefully.  No whitener is allowed for changing answers.
10. In case of any discrepancy in the English and Hindi versions of questions/
answers, English version will be taken as final.
¬/UË?ÊÊÁÕ¸ÿÊ?¥ ??§ Á‹8 ÁŸŒ?¸‡Ê
1. OMR ©ûÊ/U ¬òÊ ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??§ •ãŒ/U /UpÊ „Ò–  ¡’ •Ê¬?§Ê? ¬/UË?ÊÊ
¬ÈÁSÃ?§Ê pÊ?‹Ÿ? ?§Ê? ?§„Ê ¡Ê8, ÃÊ? ©ûÊ/U ¬òÊ ÁŸ?§Ê‹ ?§/U ¬Îc?U-1 8?¥ ¬Îc?-U2 ¬/U
äÿÊŸ ‚? ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ‚? Á??/UáÊ ÷/?¥U–
2. ¬/UË?ÊÊ ?§Ë •?Áœ 2½ ÉÊ¥˜? „Ò¥ 8?¥ ¬/UË?ÊÊ ??¥ 150 ¬?‡Ÿ „Ò¥–  ?§Ê?߸ ´§áÊÊà??§
•¥?§Ÿ Ÿ„Ë¥ „Ò–
3. ß‚ ¬Îc?U ¬/U Á??/UáÊ •¥Á?§Ã ?§/UŸ? 8?¥ •Ê?8?•Ê/U ©ûÊ/U ¬òÊ ¬/U ÁŸ‡ÊÊŸ
‹ªÊŸ? ??§ Á‹8 ??§?‹ ŸË‹?/?§Ê‹? ’ÊÚ‹ ¬ÊÚߥ˜U ¬?Ÿ ?§Ê ¬?ÿÊ?ª ?§/?¥U–
4. ß‚ ¬ÈÁSÃ?§Ê ?§Ê ?§Ê?«U H „Ò–  ÿ„ ‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ß‚ ¬ÈÁSÃ?§Ê ?§Ê
?§Ê?«U, •Ê?8?•Ê/U ©ûÊ/U ¬òÊ ??§ ¬Îc?U-2 ¬/U ¿U¬? ?§Ê?«U ‚? Á?‹ÃÊ „Ò–  ÿ„ ÷Ë
‚ÈÁŸÁ‡øà ?§/U ‹?¥ Á?§ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ‚¥ÅÿÊ •ÊÒ/U •Ê?8?•Ê/U ©ûÊ/U ¬òÊ ‚¥ÅÿÊ
Á?‹Ã? „Ò¥–  •ª/U ÿ„ Á÷ÛÊ „Ê?¥ ÃÊ? ¬/UË?ÊÊÕ˸ ŒÍ‚/UË ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê •ÊÒ/U
•Ê?8?•Ê/U ©ûÊ/U ¬òÊ ‹?Ÿ? ??§ Á‹8 ÁŸ/UË?Ê?§ ?§Ê? ÃÈ/Uãà •?ªÃ ?§/UÊ8°–
5. ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ¬Ê°ø ÷ʪ I, II, III, IV •ÊÒ/U V „Ò¥, Á¡Ÿ??¥ 150 ?SÃÈÁŸc?U
¬?‡Ÿ „Ò¥, ÃÕÊ ¬?àÿ??§ 1 •¥?§ ?§Ê „Ò —
÷ʪ-I :  ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ (¬?‡Ÿ ‚¥. 1-30)
÷ʪ-II :  ªÁáÊà (¬?‡Ÿ ‚¥. 31-60)
÷ʪ-III :  ¬ÿʸ?/UáÊ •äÿÿŸ (¬?‡Ÿ ‚¥. 61-90)
÷ʪ-IV :  ÷Ê·Ê-I (•¥ª??$¡Ë/Á„ãŒË)   (¬?‡Ÿ ‚¥. 91-120)
÷ʪ-V :  ÷Ê·Ê-II (•¥ª??$¡Ë/Á„ãŒË)       (¬?‡Ÿ ‚¥. 121-150)
6. ÷ʪ-IV ??¥ ÷Ê·Ê-I ??§ Á‹8 30 ¬?‡Ÿ •ÊÒ/U ÷ʪ-V ??¥ ÷Ê·Ê-II ??§ Á‹8 30 ¬?‡Ÿ
ÁŒ8 ª8 „Ò¥–  ß‚ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ??§?‹ •¥ª??$¡Ë ? Á„ãŒË ÷Ê·Ê ‚? ‚¥’¥ÁœÃ
¬?‡Ÿ ÁŒ8 ª8 „Ò¥–  ÿÁŒ ÷Ê·Ê-I •ÊÒ/U/ÿÊ ÷Ê·Ê-II ??¥ •Ê¬??§ mÊ/UÊ øÈŸË ªß¸
÷Ê·Ê(8°) •¥ª??$¡Ë ÿÊ Á„ãŒË ??§ •‹Ê?Ê „Ò/„Ò¥ ÃÊ? ?Χ¬ÿÊ H ?§Ê?«U ?Ê‹Ë ©‚ ÷Ê·Ê
?Ê‹Ë ¬Á/UÁ‡Êc˜U (÷Ê·Ê) ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ?Ê°ª ‹ËÁ¡8–  Á¡Ÿ ÷Ê·Ê•Ê?¥ ??§ ¬?‡ŸÊ?¥ ??§
©ûÊ/U •Ê¬ Œ? /U„? „Ò¥ ?„ •Ê??ŒŸ ¬òÊ ??¥ øÈŸË ªß¸ ÷Ê·Ê•Ê?¥ ‚? •?‡ÿ ??‹ pÊŸË
øÊÁ„8–  ÷Ê·Ê•Ê?¥ ?§Ê ¬Á/U?øŸ •ŸÈ?ãÿ Ÿ„Ë¥ „Ò–
7. ¬/UË?ÊÊÕ˸ ÷Ê·Ê-II (÷ʪ-V) ??§ Á‹8, ÷Ê·Ê ‚
Í
øË ‚? 8?‚Ë ÷Ê·Ê øÈŸ?¥ ¡Ê? ©Ÿ??§
mÊ/UÊ ÷Ê·Ê-I (÷ʪ-IV) ??¥ øÈŸË ªß¸ ÷Ê·Ê ‚? Á÷ÛÊ „Ê?–
8. /U»§ ?§Êÿ¸ ¬/UË?ÊÊ ¬ÈÁSÃ?§Ê ??¥ ß‚ ¬?ÿÊ?¡Ÿ ??§ Á‹8 ŒË ªß¸ pÊ‹Ë ¡ª„ ¬/U „Ë
?§/?¥U–
9. ‚÷Ë ©ûÊ/U ??§?‹ OMR ©ûÊ/U ¬òÊ ¬/U „Ë •¥Á?§Ã ?§/?¥U–  •¬Ÿ? ©ûÊ/U äÿÊŸ¬Í?¸?§
•¥Á?§Ã ?§/?¥U–  ©ûÊ/U ’Œ‹Ÿ? „?ÃÈ ‡??à /¥U¡?§ ?§Ê ¬?ÿÊ?ª ÁŸÁ·h „Ò–
10. ÿÁŒ •¥ª??$¡Ë •ÊÒ/U Á„ãŒË ‚¥S?§/UáÊ ??§ ¬?‡ŸÊ?¥/©ûÊ/UÊ?¥ ??¥ ?§Ê?߸ Á?‚¥ªÁà „Ê? ÃÊ?
•¥ª??$¡Ë ‚¥S?§/UáÊ •¥ÁÃ? ?ÊŸÊ ¡Êÿ?ªÊ–
P-I  !SED-24-I! H 2
PART - I / ÷ʪ - I
CHILD DEVELOPMENT AND PEDAGOGY / ’Ê‹ Á??§Ê‚ ? Á‡Ê?ÊʇÊÊSòÊ
Direction : Answer the following questions (Q. Nos 1 to 30) by selecting the correct/most appropriate options.
ÁŸŒ?¸‡Ê — ÁŸêŸÁ‹Ápà ¬?‡ŸÊ?¥ (¬?. ‚¥ÅÿÊ  1 ‚? 30) ??§ ©ûÊ/U Œ?Ÿ? ??§ Á‹8 ‚„Ë/‚’‚? ©¬ÿÈÄà Á??§À¬ øÈÁŸ8–
1. Mastery Oriented learners typically attribute success to __________ and failure to __________.
(1) ability and good luck; task difficulty (2) ability and effort; bad luck
(3) ability and good luck; low ability (4) ability and effort; insufficient effort
?„Ê/Uà ©ã?Èp Á‡Ê?ÊÊÕ˸ •Ê?ÃÊÒ/U ¬/U ‚»§‹ÃÊ ?§Ê üÊ?ÿ __________ ?§Ê? Œ?Ã? „Ò¥ •ÊÒ/U •‚»§‹ÃÊ ?§Ê? __________ –
(1) ÿÊ?ÇÿÃÊ •ÊÒ/U •ë¿UË Á?§S?Ã; ?§Êÿ¸ ?§Á?UŸÊ߸ (2) ÿÊ?ÇÿÃÊ •ÊÒ/U ?§Ê?Á‡Ê‡Ê; p/UÊ’ Á?§S?Ã
(3) ÿÊ?ÇÿÃÊ •ÊÒ/U •ë¿UË Á?§S?Ã; ÁŸêŸ ÿÊ?ÇÿÃÊ (4) ÿÊ?ÇÿÃÊ •ÊÒ/U ?§Ê?Á‡Ê‡Ê; •¬ÿʸåà ?§Ê?Á‡Ê‡Ê
2. Which of the following statement represents ‘Proximodistal’ principle of development ?
(1) Development is multidirectional and multidimensional.
(2) Identical twins living in different cultures can develop at different rates.
(3) Children develop ability to grasp the ball before putting beads in thread.
(4) Children develop ability to sit up before standing.
ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê ?§ÕŸ Á??§Ê‚ ??§ “‚?ˬ-ŒÍ/UÊÁ÷?Èp” Á‚Œ˜œÊ¥Ã ?§Ê ¬?ÁÃÁŸÁœà? ?§/UÃÊ „Ò?
(1) Á??§Ê‚ ’„È-ÁŒ‡ÊÊà??§ •ÊÒ/U ’„È-•ÊÿÊ?Ë „Ê?ÃÊ „Ò–
(2) •‹ª-•‹ª ‚¥S?ΧÁÃÿÊ?¥ ??¥ /U„Ÿ? ?Ê‹? „?‡ÊÄ‹ ¡È«??Ê¥ •‹ª-•‹ª Œ/UÊ?¥ ‚? Á??§Á‚à „Ê? ‚?§Ã? „Ò¥–
(3) ?Ê?ÁÃÿÊ?¥ ?§Ê? œÊª? ??¥ Á¬/UÊ?Ÿ? ‚? ¬„‹? ’ìÊ? ª?¥Œ ?§Ê? ¬?§«?Ÿ? ?§Ë ?Ê?ÃÊ Á??§Á‚à ?§/UÃ? „Ò¥–
(4) ’ìÊÊ?¥ ??¥ p«?? „Ê?Ÿ? ‚? ¬„‹? ’Ò?UŸ? ?§Ë ?Ê?ÃÊ ?§Ê Á??§Ê‚ „Ê?ÃÊ „Ò–
3. According to Vygotsky children speak to themselves :
(1) To aid thought and for self-regulation.
(2) To provide self-reinforcement when adults are ignoring them.
(3) Because they are egocentric.
(4) Because their thought is illogical.
?ÊÿªÊ?àS?§Ë ??§ •ŸÈ‚Ê/U ’ìÊ? S?ÿ¥ ‚? ’Êà ?§/UÃ? „Ò¥ —
(1) Á?øÊ/U •ÊÒ/U •Êà?-ÁŸÿ?Ÿ ??¥ ‚„ÊÿÃÊ ??§ Á‹8–
(2) •Êà?-‚ŒÎ…?Ë?§/UáÊ ¬?ŒÊŸ ?§/UŸ? ??§ Á‹8 ¡’ ?ÿS?§ ©ã„?¥ •ŸŒ?pÊ ?§/U /U„? „Ê?¥–
(3) ÄÿÊ?¥Á?§ ?? •Êà???¥§ÁŒ?à „Ê?Ã? „Ò¥–
(4) ÄÿÊ?¥Á?§ ©Ÿ?§Ë ‚Ê?ø •ÃÊÁ?¸§?§ „Ò–
4. Challenges in social communication are evident in :
(1) Attention deficit hyperactivity disorder
(2) Cerebral palsy
(3) Autism Spectrum Disorder
(4) Learning Disabilities
‚Ê?ÊÁ¡?§ ‚¥øÊ/U ??¥ øÈŸÊÒÁÃÿÊ° Á?§‚??¥ S¬c˜U „Ê?ÃË „Ò¥?
(1) äÿÊŸ ãÿÍŸÃÊ •ÁÃÁ??§ÿʇÊË‹ÃÊ Á??§Ê/U ??¥
(2) ?ÁSÃc?§ ¬?ÊÊÉÊÊÃ ??¥
(3) S?‹ËŸ ??§? Á??§Ê/U ??¥
(4) •Áœª?Êà??§ Á??§‹Ê¥ªÃÊ ??¥
P-I  !SED-24-I! H 3
5. According to Vygotsky’s theory of learning and development, which of the following is an example
of scaffolding ?
(1) Breaking a task down into smaller steps and providing support as needed.
(2) Providing a student with a grade for their work as motivation.
(3) Providing a student with a reading assignment and asking them to answer questions
independently.
(4) Demonstrating a skill to a student and then having them master it on their own.
?ÊÿªÊ?àS?§Ë ??§ ‚ËpŸ? •ÊÒ/U Á??§Ê‚ ??§ Á‚hʥà ??§ •ŸÈ‚Ê/U, ÁŸêŸÁ‹Ápà ??¥ ‚? ?§ÊÒŸ ‚Ê •Ê‹ê’Ÿ ?§Ê ©ŒÊ„/UáÊ „Ò?
(1) Á?§‚Ë ?§Êÿ¸ ?§Ê? ¿UÊ?˜?U ø/UáÊÊ?¥ ??¥ ÃÊ?«?ŸÊ •ÊÒ/U •Ê?‡ÿ?§ÃÊŸÈ‚Ê/U ‚„ÊÿÃÊ ¬?ŒÊŸ ?§/UŸÊ–
(2) •Á÷¬??/UáÊÊ ??§ M§¬ ??¥ 8?§ ¿UÊòÊ ?§Ê? ©Ÿ??§ ?§Ê? ??§ Á‹8 8?§ üÊ?áÊË ¬?ŒÊŸ ?§/UŸÊ–
(3) 8?§ ¿UÊòÊ ?§Ê? ¬…?Ÿ? ?§Ê ?§Êÿ¸ Œ?ŸÊ •ÊÒ/U ©ã„?¥ S?Ã¥òÊ M§¬ ‚? ‚?Ê‹Ê?¥ ??§ ¡?Ê’ Œ?Ÿ? ??§ Á‹8 ?§„ŸÊ–
(4) 8?§ ¿UÊòÊ ?§Ê? 8?§ ?§Ê҇ʋ ?§Ê ¬?Œ‡Ê¸Ÿ ?§/UŸÊ •ÊÒ/U Á»§/U ©ã„?¥ •¬Ÿ? Œ? ¬/U ß‚??¥ ?„Ê/Uà „ÊÁ‚‹ ?§/UŸÊ–
6. Dysgraphia is characterised by :
(1) Delayed motor skills (2) Difficulties in writing
(3) Lack of reading fluency (4) Repetitive behavioural patterns
‹?pŸ ?Ò?§Àÿ ?§Ë Á?‡Ê?·ÃÊ „Ò —
(1) Á?‹¥Á’à ªÁÃ?§ ?§Ê҇ʋ (2) Á‹Ápà ?§Êÿ¸ ??¥ øÈŸÊÒÃË
(3) ¬…?Ÿ? ??§ ¬??Ê„ ??¥ ?§?Ë (4) ŒÊ?„/UÊ?ŒÊ/U vÿ?„Ê/U
7. In order to help students to become good problem solvers, a teacher should emphasize on the
practice of :
(1) focusing on information that confirms existing beliefs and preconceptions.
(2) approaching problems in a particular fixed fashion.
(3) breaking large complex problems into smaller manageable problems.
(4) centering only on one particular piece of information related to problem.
•ë¿?U ‚?SÿÊ ‚?ʜʟ?§Ãʸ ’ŸŸ? ??¥ Á?lÊÁÕ¸ÿÊ?¥ ?§Ë ‚„ÊÿÃÊ ?§/UŸ? ??§ Á‹8, 8?§ Á‡Ê?Ê?§ ?§Ê? ÁŸêŸÁ‹Ápà ??¥ ‚? Á?§‚ ¬?Á??§ÿÊ
¬/U ’‹ Œ?ŸÊ øÊÁ„8 ?
(1) 8?‚Ë ¡ÊŸ?§Ê/UË ¬/U äÿÊŸ Œ?ŸÊ ¡Ê? ¬„‹? ‚? ?ÊÒ¡ÍŒ Á?‡?Ê‚Ê?¥ •ÊÒ/U ¬Í?ʸª?„Ê?¥ ?§Ë ¬ÈÁc˜U ?§/?¥U–
(2) ‚?SÿÊ•Ê?¥ ?§Ê? 8?§ Á?Á‡Êc˜U ÁŸœÊ¸Á/Uà Ã/UË??§ ‚? „‹ ?§/UŸÊ–
(3) ’«?Ë •ÊÒ/U ¡Á˜U‹ ‚?SÿÊ•Ê?¥ ?§Ê? ¿UÊ?˜UË ¬?’¥œŸËÿ ‚?SÿÊ•Ê?¥ ??¥ Á?÷ÊÁ¡Ã ?§/UŸÊ–
(4) ‚?SÿÊ ‚? ‚¥’¥ÁœÃ ¡ÊŸ?§Ê/UË ??§ ??§?‹ 8?§ „Ë ¬„‹Í ¬/U äÿÊŸ ??¥§ÁŒ?à ?§/UŸÊ–
8. Assertion (A) : Teachers should use multisensory materials to cater to needs of students in an
inclusive classroom.
Reason (R) : Inclusive classrooms should adopt standardization of curricular materials as well
as assessment strategies.
Choose the correct option :
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷?§ÕŸ (A) : 8?§ ‚?Ê??‡ÊË ?§?ÊÊ ??¥ ¿UÊòÊÊ?¥ ?§Ë •Ê?‡ÿ?§ÃÊ•Ê?¥ ?§Ê? ¬Í/UÊ ?§/UŸ? ??§ Á‹8 Á‡Ê?Ê?§Ê?¥ ?§Ê? ’„È‚¥??ŒË ‚Ê?ª?Ë ?§Ê
©¬ÿÊ?ª ?§/UŸÊ øÊÁ„8–
?§Ê/UáÊ (R) : ‚?Ê??‡ÊË ?§?ÊÊ•Ê?¥ ?§Ê? ¬Ê?Køÿʸ ‚Ê?ª?Ë ??§ ?ÊŸ?§Ë?§/UáÊ ??§ ‚ÊÕ-‚ÊÕ ?ÍÀÿÊ¥?§Ÿ /UáÊŸËÁÃÿÊ?¥ ??§ ?ÊŸ?§Ë?§/UáÊ
?§Ê? •¬ŸÊŸÊ øÊÁ„8–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
P-I  !SED-24-I! H 4
9. In the constructivist view :
(1) Individuals are passively influenced by environmental events.
(2) Individuals are conditioned to learn new behaviours.
(3) Learning is extending and transforming the current understanding.
(4) Learning is simply writing associations on the blank slates of our brains.
/UøŸÊ?ÊŒË ŒÎÁc˜U?§Ê?áÊ ‚? —
(1) vÿÁÄà ¬ÿʸ?/UáÊËÿ ÉʘUŸÊ•Ê?¥ ‚? ÁŸÁc??§ÿ M§¬ ‚? ¬?÷ÊÁ?à „Ê?Ã? „Ò¥–
(2) vÿÁÄÃÿÊ?¥ ?§Ê? Ÿ8 vÿ?„Ê/U ‚ËpŸ? ??§ Á‹8 •ŸÈ?ͧÁ‹Ã Á?§ÿÊ ¡ÊÃÊ „Ò–
(3) ‚ËpŸÊ ?ø?ÊŸ ‚?¤Ê ?§Ê Á?SÃÊ/U •ÊÒ/U ¬Á/U?øŸ „Ò–
(4) ‚ËpŸÊ ’‚ „?Ê/?U ÁŒ?ʪ ?§Ë ?§Ê?/UË S‹?˜U ¬/U ‚¥ÉÊÊ?¥ ?§Ê? Á‹pŸÊ „Ò–
10. Assertion (A) : Effective teachers familiarize themselves with daily lives and socio-cultural
backgrounds of learners.
Reason (R) : Learning takes place in a social context.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷?§ÕŸ (A) : ¬?÷Ê?Ë Á‡Ê?Ê?§ pÈŒ ?§Ê? Á‡Ê?ÊÊÁÕ¸ÿÊ?¥ ??§ ŒÒÁŸ?§ ¡Ë?Ÿ •ÊÒ/U ©Ÿ?§Ë ‚Ê?ÊÁ¡?§-‚Ê¥S?ΧÁÃ?§ ¬Îc?U÷ÍÁ? ‚?
¬Á/UÁøà ?§/UÊÃ? „Ò¥–
?§Ê/UáÊ (R) : ‚ËpŸÊ 8?§ ‚Ê?ÊÁ¡?§ ‚¥Œ÷¸ ??¥ „Ê?ÃÊ „Ò–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
11. Meaningful learning is primarily NOT about :
(1) memorizing information (2) understanding the concept
(3) constructing knowledge (4) developing skills
•Õ¸¬Íáʸ •Áœª? ?ÈÅÿ M§¬ ‚? Á?§‚??§ ’Ê/?U ??¥ Ÿ„Ë¥ „Ò?
(1) ¡ÊŸ?§Ê/UË ?§Ê? /U˜UŸÊ (2) •?œÊ/UáÊÊ•Ê?¥ ?§Ê? ‚?¤ÊŸÊ
(3) ôÊÊŸ ?§Ê ÁŸ?ʸáÊ (4) ?§Ê҇ʋÊ?¥ ?§Ê Á??§Ê‚
P-I  !SED-24-I! H 5
12. Assertion (A) : Teacher should encourage boys of her class to participate in sports while assigning
art decoration to girls.
Reason (R) : Children acquire gender roles primarily because of the underlying biological
differences.
Choose the correct option.
(1) (A) is true but (R) is false.
(2) Both (A) and (R) are false.
(3) Both (A) and (R) are true and (R) is the correct explanation of (A).
(4) Both (A) and (R) are true but (R) is not the correct explanation of (A).
•Á÷?§ÕŸ (A) : Á‡ÊÁ?Ê?§Ê ?§Ê? •¬ŸË ?§?ÊÊ ??§ ‹«??§Ê?¥ ?§Ê? p?‹Ê?¥ ??¥ ÷ʪ ‹?Ÿ? ??§ Á‹8 ¬?Ê?à‚ÊÁ„à ?§/UŸÊ øÊÁ„8 ? ‹«?Á?§ÿÊ?¥
?§Ê? ?§‹Ê •‹¥?§/UáÊ ??§ ?§Êÿ¸ Œ?Ÿ? øÊÁ„8–
?§Ê/UáÊ (R) : ’ëø? ?ÈÅÿ M§¬ ‚? •¥ÃÁŸ¸Á„à ¡ÒÁ??§ Á÷ãŸÃÊ•Ê?¥ ??§ ?§Ê/UáÊ ¡?¥«U/U ÷ÍÁ??§Ê8¥ ª?„áÊ ?§/UÃ? „Ò¥–
‚„Ë Á??§À¬ øÈŸ?¥ —
(1) (A) ‚„Ë „Ò ‹?Á?§Ÿ (R) ª‹Ã „Ò–
(2) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ª‹Ã „Ò¥–
(3) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ •ÊÒ/U (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ ?§/UÃÊ „Ò–
(4) (A) •ÊÒ/U (R) ŒÊ?ŸÊ?¥ ‚„Ë „Ò¥ ‹?Á?§Ÿ (A) ?§Ë (R) ‚„Ë vÿÊÅÿÊ Ÿ„Ë¥ ?§/UÃÊ „Ò–
13. Kinesthetic learners prefer to learn through __________.
(1) seeing (2) touching
(3) doing and moving (4) listening
ªÁÂ¥??ŒË Á‡Ê?ÊÊÕ˸ __________ ??§ ?Êäÿ? ‚? ‚ËpŸÊ ¬‚¥Œ ?§/UÃ? „Ò¥–
(1) Œ?pŸ? (2) ¿ÍUŸ?
(3) ?§/UŸ? •ÊÒ/U ø‹Ÿ?-Á»§/UŸ? (4) ‚ÈŸŸ?
14. According to Howard Gardner while a scientist would exhibit high __________ Intelligence, a
sculptor would have high __________ Intelligence.
(1) Naturalistic; Spatial
(2) Transductive; Spatial
(3) Logical-mathematical; Bodily Kinesthetic
(4) Spatial; Bodily Kinesthetic
„ÊÚ?«¸U ªÊ«¸UŸ/U ??§ •ŸÈ‚Ê/U 8?§ ?ÒôÊÊÁŸ?§ __________ ’ÈÁh ?§Ê ©ìÊ ¬?Œ‡Ê¸Ÿ ?§/?UªÊ ¡’Á?§ 8?§ ?ÍÁø?§Ê/U ??¥ __________
’ÈÁh ?§Ë ©ìÊ ’ÈÁh?ûÊÊ „Ê?ªË–
(1) ¬??ΧÁÃ?ÊŒË; SÕÊÁŸ?§
(2) ˜?UÊ¥‚«UÁĘU?; SÕÊÁŸ?§
(3) ÃÊÁ?¸§?§-ªÁáÊÃËÿ; ªÁÂ¥??ŒË
(4) SÕÊÁŸ?§; ªÁÂ¥??ŒË
15. Inclusion needs to be promoted through :
(i) Flexible curriculum (ii) Cooperative learning
(iii) Segregation and labelling (iv) Accessibility of building
(1) (ii) (iii) (iv) (2) (i) (ii) (iii) (iv) (3) (i) (ii) (iii) (4) (i) (ii) (iv)
‚?Ê??‡ÊŸ ?§Ê? ’…?Ê?Ê Œ?Ÿ? ??§ Á‹8 ÄÿÊ •Ê?‡ÿ?§ „Ò?
(i) ‹øË‹Ê ¬Ê?K??§? (ii) ‚„ÿÊ?ªÊà??§ •Áœª?
(iii) ¬ÎÕ?§/UáÊ •ÊÒ/U ŸÊ?Ë?§/UáÊ (iv) ªêÿ ß?Ê/UÃ?¥
(1) (ii) (iii) (iv) (2) (i) (ii) (iii) (iv) (3) (i) (ii) (iii) (4) (i) (ii) (iv)